General Education Assessment Report: Oral Communication and Speech and Rhetoric
A report on data gathered from courses meeting the requirement for the Speech and Rhetoric general education requirement at Seaver College.
AY 2015-2016
1
ORAL COMMUNICATION AND SPEECH AND RHETORIC
In the fall of 2015 the GELI committee along with Seaver’s Communication Division developed a plan to assess the WASC Core Competency of Oral Communication and the Seaver General Education requirement in Speech and Rhetoric. The AAC&U Value rubric on Oral Communication was used for both of these assessments. The full rubric can be found in the appendices (APPENDIX 1). The rubric has 4 levels of acquired knowledge (benchmark is the lowest and capstone is highest level.) The rubric has five knowledge dimensions:
(1) Organization of the presentation i.e. introduction and conclusion, (2) Language used in the speech measuring levels of appropriateness, (3) Delivery techniques i.e. eye contact and gesturing, (4) Supporting Material, (5) Central Message i.e. is it compelling, clearly stated and consistent.
The benchmark established was based on information and recommendations from AAC&U. Our expectation was that undergraduates fulfilling the general education requirement would score a 2 or better in all dimensions of the rubric and that senior undergraduate students would score a 3 or 4.
MAJOR FINDINGS
1. Rubric scores for the fall and spring averaged around 2.4 out of 4.0 for both semesters (fall/spring). The fall
scores were slightly higher than the spring scores. (Table 1).
2. The rubric scores were consistent across rubric dimensions (2.18 to 2.69)(Table 2)
3. The range of the scores showed a distribution that looked very similar among the professors and also when
comparing fall to spring semesters. Scores reveal that the average score was around 2.4 but 5% of the
scores were at the 4 or capstone level, and 14% were at the benchmark or the lowest level. (Table 3.)
4. Table 4 compares the “assessors” scores of the student work. In fall 2015, 2 faculty members agreed to
score students in their sections of Communication 180. Their scores on the rubrics were essentially identical.
The “other” group of faculty that participated in the project participated in the spring semester. Their scores
were slightly lower than the two professor’s scores but still over the benchmark of 2.0.
5. Table 5 examines the data per Seaver division. The sample size did not allow for valid comparison at the
program level but a table can be found in the Appendices (1) with average scores per program. A compari-
son by division revealed the scores ranged from 2.00 to 2.90. The two highest scores had very low numbers
in the sample so it is impossible to draw to conclusions about this.
6. Table 6 examined race and ethnicity. Average Scores were once again very close, with no apparent
changes based on group. International students scored the lowest but still scored over the threshold of
2.0.
7. Table 7. Average Score by class. Scores were very similar between freshmen, sophomores, juniors and seniors.
8. Table 9: Survey asked students how prepared they believe they were after taking this class. All students
reported being either prepared (score of 3.0; 5 2%) or very prepared (score of 4.0; 48%) on public speaking
after taking this class.
9. Table 10: Survey asked students how experienced they believe they were in public speaking before taking
this class. The majority of students reported being either somewhat experienced (score of 2.0; 40%) or
experienced (score of 3.0; 33%).
2
METHODOLOGY
Speech and Rhetoric is the Seaver General Education requirement that aligns with the WASC Core Competency of Oral Communication. This requirement is primarily met in the course Communications 180, Public Speaking and Rhetorical Analysis. In the fall of 2015 a sample of 126 students was assessed; in the spring term a sample of 91 students was assessed. The third of four speech assignments in the course was used for the data collection. We analyzed the components of organization, language, delivery, supporting material and centrality of message by using the AAC&U VALUE rubric for Oral Communication.
DATA
There are three primary data sets in this data collection. Two professors in the Communication division agreed to score students in their sections using the rubric in LiveText. This allowed us to examine de- mographics along with the rubric scores. Each “professor” scored a total of 217 students (126 in fall 2015 and 91 in spring 2016). A third data set was collected in the spring from “other” professors teaching Communications 180. This group scored their rubrics by hand and then submitted samples from their courses to the Office of Institutional Effectiveness, who then uploaded the data into LiveText. This group of student data is referred to as “other”.
CONCLUSION
Scores averaged between 2.0 and 3.0, with not much difference between fall and spring semesters, among the dimensions, between assessors, among majors, between divisions and no real areas of concern. The distribution had the majority of scores of 2 and 3 with small percentages scoring at 1 and 4. There was no pattern among students in the high and low levels. A student survey conducted in Spring 2016 revealed that on a scale of 1-4, students overwhelmingly reported that they felt prepared (3) and very prepared (4) to speak publically after taking this course, whereas the responses were more evenly distributed when asked how prepared they felt prior to taking this General Education requirement. We were extremely satisfied with data that was collected, as it demonstrated that the students scored higher than expected in their abilities to communicate in a clear and coherent manner through both their verbal and nonverbal channels of communication. The organizational structure of the speech is clearly observable and the language choices of the students are generally appropriate to the audience. The student speakers appear comfortable and their nonverbal skills aid in making the presentation appear more interesting. Most impressive to this committee is the research from the student survey that indicated 110/110 students answered that they feel well prepared to present a public speech or oral communication presentation after their class experience (see p.10). We are pleased with the student success that is evaluated by the professors, as well as that which is indicated by the students’ own perspectives.
3
Table 1: General Education—Speech and Rhetoric
Average Scores by Term: Professor 1, Professor 2, and “other instructors”
n = 217
Rubric scoring based on 4 points: 1 = Benchmark; 2 = Milestones; 3 = Milestones; 4 = Capstone
Table 2: General Education—Speech and Rhetoric
Average Scores by Rubric Dimension: Professor 1, Professor 2, and “other instructors”
n = 217
Rubric scoring based on 4 points: 1 = Benchmark; 2 = Milestones; 3 = Milestones; 4 = Capstone
Table 2 examines the scores per dimension in the rubric. This disaggregation reveals lower scores in the spring semester when compared to the fall semester, but the difference is slight.
Term Name Student Count Average Score
Fall 2015 126 2.44
Spring 2016 91 2.30
Total 217 2.40
Term Name
Element Title Average Score
Fall 2015 (n=126)
Organization 2.33
Language 2.36
Delivery 2.31
Supporting Mate- rial
2.53
Central Message 2.69
Total 2.44
Spring 2016 (n=91)
Organization 2.34
Language 2.18
Delivery 2.21
Supporting Mate- rial
2.32
Central Message 2.45
Total 2.30
4
Table 3: General Education—Speech and Rhetoric
Rubric Dimension: Score Distribution by Professor 1, Professor 2, and “other instructors”
N 217 Professor 1 and 2 and “other instructors”
N 160 Professor 1 and 2
N 74 Professor 1
N 89 Professor 2
5
Table 4: General Education—Speech and Rhetoric
Average Scores by Assessor: Semester
n = 217
Rubric scoring based on 4 points: 1 = Benchmark; 2 = Milestones; 3 = Milestones; 4 = Capstone
Term Name Assessor Name Student
Count Average Score
Fall 2015
Professor 1 54 2.50
Professor 2 72 2.40
Total 126 2.44
Spring 2016
Professor 1 19 2.60
Professor 2 15 2.59
Other instructors 57 2.11
Total 91 2.30
Table 4 compares the assessors’ scores of the student work. In the fall 2015 semester, 2 faculty
members agreed to score students in their sections of Communication 180. Their scores on the
rubrics were nearly identical. The “other” group of faculty that participated in the project scored
samples in the spring 2016 semester. Their scores were slightly lower than the two professors’
scores.
6
Table 5: General Education—Speech and Rhetoric
Average Scores by Division: Professor 1 and 2
n = 160
Rubric scoring based on 4 points: 1 = Benchmark; 2 = Milestones; 3 = Milestones; 4 = Capstone
Major Division Number of Students Average Score
Business 40 2.45
Communications 17 2.52
Fine Arts 6 2.57
Humanities and Teacher Education 13 2.71
International Studies and Lan- guages
3 2.87
Natural Sciences 33 2.55
Seaver Undergrad Non-Degree 3 2.00
Religion and Philosophy 2 2.90
Social Science 26 2.27
Undeclared 17 2.41
Total 160 2.48
Table 5 examines the data disaggregated per division at Seaver. The sample sizes did not allow for
valid comparison at the program level but a table can be found in the Appendices (1) with average
scores per program. A comparison by division revealed the average scores ranged from 2.00 to 2.90.
The two groups with highest scores had very low sample sizes.
7
Table 6: General Education—Speech and Rhetoric
Average Scores by Race and Ethnicity: Professor 1 and 2
n = 160
Rubric scoring based on 4 points: 1 = Benchmark; 2 = Milestones; 3 = Milestones; 4 = Capstone
The categories American Indian or Alaska Native (n =1), Native Hawaiian or Other Pacific Islander (n = 1), and Race/ethnicity unknown (n = 3) were not included in this graph be- cause of l low representativeness.
Ethnicity Number of Stu- dents
Average Score
Non-Resident Alien 25 2.31
Hispanic or Latino 24 2.39
American Indian or Alaska Native 1 2.20
Asian 12 2.48
Black or African American 7 2.46
Native Hawaiian or Other Pacific Islander 1 2.00
White 75 2.55
Two or more Races 12 2.63
Race/ethnicity unknown 3 2.37
Total 160 2.48
Table 6 examines the data by ethnicity and race. The non-resident alien or international students earned the lowest scores but still scored within the milestone range. This group may not speak English as a first language, so it would be expected that their scores might be slightly lower.
8
Table 7: General Education—Speech and Rhetoric
Average Score by Class: Professor 1 and 2
n = 160
Rubric scoring based on 4 points: 1 = Benchmark; 2 = Milestones; 3 = Milestones; 4 = Capstone
Class Number of Students Average Score
Non-Degree 3 2.00
Freshman 114 2.45
Sophomore 20 2.63
Junior 19 2.53
Senior 4 2.50
Total 160 2.48
Table 7: Class rank did not seem to have much of an impact on student performance. Sophomore students had the
highest average score, followed by the junior students. There were only 4 senior students in the sample, making it
difficult to draw meaningful conclusions.
9
SURVEY
In the spring of 2016 all students enrolled in the Communication 180 classes were asked to complete a sur-
vey electronically. Out of the 308 students enrolled, 110 completed the survey. Of the students that
completed the survey 85 were freshmen, 13 sophomores, 6 juniors and 5 seniors. Students were asked
how prepared they believed they were after completing the course (COM 180). Of the 110 students, 57
reported feeling competent and 53 believed they were very competent.
Table 8: General Education—Speech and Rhetoric
Survey Demographics
10
STUDENT SURVEY DATA
SPRING 2016
Table 9: General Education—Speech and Rhetoric
Question 2: After completing this course, how well prepared do you feel you are for public speaking (oral com- munication)?
Scale of 1 – 4 with 1 being not at all prepared and 4 being very much prepared.
Table 10: General Education—Speech and Rhetoric
Question 3: Prior to this class how experienced were you in formal presenting and public speaking?
Scale of 1 – 4 with 1 being no experience and 4 being very experienced
11
Table 11: General Education—Speech and Rhetoric
Sample Student Responses
Question 4: Please explain what type of experiences you have had speaking/presenting publically prior to en- rolling in this class.
ACADEMIC EXPERIENCES IN COLLEGE
Debate: Model UN, leadership roles
I was in Mock Trial prior to taking this course
lots of in-class speaking/presentations, personal sharing/testimony speaking at summer camp, church, etc.
ACADEMIC EXPERIENCES IN HIGH SCHOOL
I took a public speaking course in grade school and I gave many presentations for a club in front of club members as well as administrators
Middle school graduation speech, 2 minutes, for 500 people
SOCIAL PRESENTATION
Speaking at random events
Presentations in front of my sorority
Question 5: What was the most important skill (knowledge) you learned in this class? CONTROLLING ANXIETY AND STRESS
Being able to recognize that everyone gets nervous and that nobody is rooting for you to fail
Getting better at overcoming public speaking anxiety
How to control my fears of public speaking while doing it.
CONFIDENCE
How to believe in myself
Experience to be more confident in front of an audience
How to appeal to your audience
know your audience and use their beliefs to your advantage
ORGANIZATION OF THE SPEECH
Creating an outline for a speech.
Planning and the organization of a speech
Importance of delivery, structure, content and confidence in speeches
Make sure that the format and the content of the speech matches the audience.
BODY LANGUAGE
Using hand gestures and vocal variation during speeches.
Eye contact and body shifting
Not to look at the PowerPoint a lot
Coherently present your research in an engaging and coherent manner. Pitch, tone, eye content are all important components of deliver- ing a solid speech.
GENERAL PRINCIPLES
Not to memorize my speech and just flow with it
How to be able to speak with only a small keyword outline
I feel that I know how to format many different kinds of speech and deliver them in a confident, clear, and concise way.
The most important skill I learned was to talk to the class without reading my outline.
I learned how to pace myself when speaking and how to better engage my audience.
Question 6: What other topics or areas of study would you have liked to learn in the class? Analysis of famous speeches or how public speaking effects more areas of life.
Ethnocentricity and democratic characteristics. They are crucial components of crafting a good speech.
How to do a pitch
More on motivational speaking
Other forms of public speaking besides speeches.
better PPT presentation skills (business meeting formats)
I wish we did more in-class speaking practice skills, such as exercises and games to help develop speaking voices and skills
Just maybe have more solo speeches.
Maybe more improvisation
12
Appendix 1
APPENDICES
ORAL COMMUNICATION VALUE RUBRIC for more information, please contact [email protected]
Definition Oral communication is a prepared, purposeful presentation designed to increase knowledge, to foster understanding, or
to promote change in the listeners' attitudes, values, beliefs, or behaviors.
Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.
Capstone
4
Milestones
3
2
Benchmark
1
Organization Organizational pattern
(specific introduction and
conclusion, sequenced
material within the body, and
transitions) is clearly and
consistently observable and is
skillful and makes the content
of the presentation cohesive.
Organizational pattern
(specific introduction and
conclusion, sequenced
material within the body,
and transitions) is clearly
and consistently observable
within the presentation.
Organizational pattern
(specific introduction and
conclusion, sequenced
material within the body,
and transitions) is
intermittently observable
within the presentation.
Organizational pattern
(specific introduction and
conclusion, sequenced
material within the body,
and transitions) is not
observable within the
presentation.
Language Language choices are
imaginative, memorable, and
compelling, and enhance the
effectiveness of the
presentation. Language in
presentation is appropriate to
audience.
Language choices are
thoughtful and generally
support the effectiveness of
the presentation. Language
in presentation is
appropriate to audience.
Language choices are
mundane and commonplace
and partially support the
effectiveness of the
presentation. Language in
presentation is appropriate
to audience.
Language choices are
unclear and minimally
support the effectiveness of
the presentation. Language
in presentation is not
appropriate to audience.
Delivery Delivery techniques (posture,
gesture, eye contact, and vocal
expressiveness) make the
presentation compelling, and
speaker appears polished and
confident.
Delivery techniques
(posture, gesture, eye
contact, and vocal
expressiveness) make the
presentation interesting,
and speaker appears
comfortable.
Delivery techniques
(posture, gesture, eye
contact, and vocal
expressiveness) make the
presentation understandable,
and speaker appears
tentative.
Delivery techniques
(posture, gesture, eye
contact, and vocal
expressiveness) detract from
the understandability of the
presentation, and speaker
appears uncomfortable.
Supporting
Material
A variety of types of
supporting materials
(explanations, examples,
illustrations, statistics,
analogies, quotations from
relevant authorities) make
appropriate reference to
information or analysis that
significantly supports the
presentation or establishes the
presenter's credibility/
authority on the topic.
Supporting materials
(explanations, examples,
illustrations, statistics,
analogies, quotations from
relevant authorities) make
appropriate reference to
information or analysis that
generally supports the
presentation or establishes
the presenter's credibility/
authority on the topic.
Supporting materials
(explanations, examples,
illustrations, statistics,
analogies, quotations from
relevant authorities) make
appropriate reference to
information or analysis that
partially supports the
presentation or establishes
the presenter's credibility/
authority on the topic.
Insufficient supporting
materials (explanations,
examples, illustrations,
statistics, analogies,
quotations from relevant
authorities) make reference
to information or analysis
that minimally supports the
presentation or establishes
the presenter's credibility/
authority on the topic.
Central
Message
Central message is compelling
(precisely stated, appropriately
repeated, memorable, and
strongly supported.)
Central message is clear and
consistent with the
supporting material.
Central message is basically
understandable but is not
often repeated and is not
memorable.
Central message can be
deduced, but is not explicitly
stated in the presentation.
13
Appendix 2 Average Scores by Major
Major Number of students Average score
B.A. Advertising 1 2.60
B.A. Art 1 2.40
B.A. Biology 2 2.70
B.A. Chemistry 2 2.50
B.A. Interpersonal Communication 3 2.60
B.A. Organizational Communication 1 2.40
B.A. Rhetoric and Leadership 1 1.60
B.A. Creative Writing 1 2.40
B.A. Economics 8 2.33
B.A. English 2 2.90
B.A. English – Writing and Rhetoric 1 2.40
B.A. Film Studies 2 2.40
B.A. Intl Studies (Intercultural) 1 3.00
B.A. International Studies (Eur) 1 2.60
B.A. Integrated Marketing Com 2 2.60
B.A. Intl Studies (Political Sci) 1 3.00
B.A. Journalism 3 3.20
B.A. Liberal Arts 6 3.00
B.A. Media Production 1 2.20
B.A. Music 2 2.40
B.A. Natural Science 3 2.20
B.A. Philosophy 1 1.80
B.A. Political Science 11 2.27
B.A. Psychology 7 2.20
B.A. Public Relations 5 2.28
B.A. Religion 2 2.90
B.A. Sports Medicine 2 2.20
B.A. Theatre Arts (Acting) 1 2.00
B.A. Theatre Arts (Technical) 1 2.40
B.A. Theatre and Media Production 1 3.80
B.S. Biology 6 2.53
B.S. Business Administration 2 2.70
B.S. Chemistry 2 2.00
B.S. Computer Science/Math 1 2.20
B.S. Computer Science/Multimedia D 1 2.80
B.S. Mathematics 2 2.30
B.S. Nutritional Science 2 3.00
B.S. Sports Medicine 10 2.80
Pre-Accounting 3 2.47
Pre-Business Admin 29 2.40
Pre-International Business 6 2.63
Seaver Undergrad Non-Degree 3 2.00
Undeclared 17 2.41
Total 160 2.48
14
Appendix 3
Open Ended Comments
Question 4: Please explain what type of experiences you have had speaking/presenting publically prior to enrolling in this class. Category Subcategory Response
Academic or school presentation
Academic Experiences in College
Course Presentations (21)
Acting/Theater, science fair presentations, conference presentations Class presentations
I am a tour guide for Pepperdine
Debate: Model UN, leadership roles
I spoke at a symposium
I was in Mock Trial prior to taking this course
Group discussions
lots of in-class speaking/presentations, personal sharing/testimony speaking at summer camp, church, etc.
Academic Experiences in High School
Individual or Group presentations in high school (12)
I took a public speaking course in grade school and I gave many presentations for a club in front of club members as well as administrators
Middle school graduation speech, 2 minutes, for 500 people
Student body addresses (as student council president and class president), giving a eulogy at my Grandmother's funeral, various class presentations
Spoke at high school retreats and events many times and gave a 20 minute talk on creativity my senior year.
Social presentation
Bible/Church Presentations (8)
Speaking at random events
Speech after winning some tennis tournaments.
For three years I have done announcements on Sunday morning at my church; I went to Stanford to do a Law Camp where I participated in a Mock Trial that was held in front of lots of people
Gave public speeches 2 times a month audience ranged from 12 to 400
Presentations in front of my sorority
I've had to give speeches at cheer banquets.
Just speaking to a group of very diverse people with different views
Receiving awards; toasts
Speaking at beauty pageants, zumba convention, health convention
Others No experience
Not very good at speaking in front of audiences
15
Question 5: What was the most important skill (knowledge) you learned in this class?
Category Subcategory Response
Behavioral or psychological
Controlling anxiety and stress
How to prepare myself to speak in public.
cognitive restructuring
Being able to recognize that everyone gets nervous and that nobody is rooting for you to fail
conquering anxiety
getting better at overcoming public speaking anxiety
How to control my fears of public speaking while doing it.
Overcoming the stress
How to control my nerves in anxiety-provoking situations to be able to still present my material in an eloquent, effective manner.
The most important thing I learned was to not be so afraid of public speaking.
How to reduce anxiety.
I learned that it's okay to mess up. As long as you pick yourself up with grace and calmness, the audience will probably give you even more respect
Confidence How to believe in myself
Be confident and prepare!!
Remaining calm for speeches
Experience to be more confident in front of an audience
How confidence is key
how to be comfortable and communicate in class
That speaking is just conversing but in a different location - in front of everyone. Fike rocks!
The more you prepare, the better it will go.
How to speak comfortably and confidently.
Just speaking confidently no matter what happens during the speech
You just have to do it
Interpersonal How to be a good listener.
Failing to prepare is preparing to fail
Building credibility
How to appeal to your audience
How to connect with an audience
How to listen effectively.
how to read an audience
know your audience and use their beliefs to your advantage
Learning how to present myself well and adjust to the audience
Technical or academic
Organization of the speech
Make sure that the format and the content of the speech matches the audience.
Creating an outline for a speech.
have better organization when i doing my speech
Outline my speech
How to organize speeches and present them in a clear way, and also how to make the audience interested in what I am speaking about.
Planning and the organization of a speech
Importance of delivery, structure, content and confidence in speeches
To make an outline and practice
non-verbal
How to formally write and present a speech.
I feel that I know how to format many different kinds of speech and deliver them in a confident, clear, and concise way.
16
Technical or academic (continued)
Body language
Various aspects to the speech such as gestures and inflection
Using hand gestures and vocal variation during speeches.
Not to move around/fidget so much
Eye contact and body shifting
Not to look at the PowerPoint a lot
Coherently present your research in an engaging and coherent manner. Pitch, tone, eye content are all important components of delivering a solid speech.
I learned about some posture elements I need to work on
How to perfect hand gestures and posture
How to stand/use hand gestures while speaking
General principles
Ethos, Pathos, and Logos
Dress for the occasion.
Not to memorize my speech and just flow with it
Formal language addressing all audience
To speak conversationally
How to be able to speak with only a small keyword outline
To practice the speech a lot
Orally speak
What effective speaking is
Writing persuasive speech
Learning to give a speech without just reading it.
How to make a PowerPoint
Refined Speech giving
Talk freely and use a keyword outline. Your speech should be different each time
How to speak using creative language.
The different kinds of speeches and how preparing for each kind is a different process.
the history and structure of rhetoric and the power that comes with being able to communicate properly
the logical fallacies
I learned that a good speech can't be received properly if the speaker is unable to overcome the biases he/she or the crowd has.
how to succinctly tell testimony/personal story
how to use your posture and vocal tone
The most important skill I learned was to talk to the class without reading my outline.
I learned how to pace myself when speaking and how to better engage my audience.
17
Question 6: What other topics or areas of study would you have liked to learn in the class? Category Response
Theory Analysis of famous speeches or how public speaking effects more areas of life.
Analyzing Hitler's Nuremberg Rally
Ethnocentricity and democratic characteristics. They are crucial components of crafting a good speech.
Honestly a lot were covered. But I liked analyzing other famous people's speeches
How to format an outline for a persuasive speech.
How to prepare speeches for various events
I would have liked to analyze famous speeches more than we did and discuss them.
I would have liked to learn about a few more famous speakers and their styles of speaking.
I would have liked to learn more about when a particular speech is appropriate.
I would have liked to see more examples of excellent speeches and would have appreciated more concrete examples of the components of a good speech
I would have liked to see more famous speeches and analyze them.
More on motivational speaking
new/creative presentation techniques and technologies
Other forms of public speaking besides speeches.
Practical How to keep all this data and stats in my head and in order
How to do a pitch
how to give an impromptu speech
how to hold conversation
how to improvise
how to speak with authority and humility at the same time
How to deal with more pressure while speaking.
More persuasive techniques used to sway the crowd
more ways to combat fear of public speaking
More tips on keeping speeches engaging
passion behind speech
some additional personal speech development skills that could be beneficial in professional interview type settings
Voice intonations
better PPT presentation skills (business meeting formats)
Confidence
Connect more to the business occasions.
Different ways to talk to the class without feeling nervous.
Emceeing
Group Work
How to do a speech walking through the "stage"
how to use visual aid
I think there should have been more practices of public speaking in class.
I wish we did more in-class speaking practice skills, such as exercises and games to help develop speaking voices and skills
Just maybe have more solo speeches.
Maybe more improvisation
pacing while presenting
Others Good topic ideas
I can't think of anything. To me public speaking is just a skill that is developed individually. It's difficult, almost impos- sible, to generalize the skill in order to teach people because the only good way to give a speech is to be comfortable in your own skin while on stage/at the podium.
I don't have much experience with public speaking, so all of it was eye-opening and I didn't feel anything was left out of the class that I missed.
jokes
Professor Kalinkewicz did an excellent job. Really great teacher, I think he covered everything I would have liked to learn